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In my opinion PBL is a very usefull way of learning because the students can develope more skills than whit a traditional lesson. However I find it very difficult tu use this methodology because I am not used to work in this way.
I think it takes a lot of time, but there are a lot of advantages.The students could be more motivate in this project and could improve a lot of new skills very usefull for their future such as critical thinking, collaboration and communication. So they will get involved in learning.
I hope I will solve these douts during the course.

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In my opinion there are several raisons why the teachers don't use PBL more widely.At first when we teach, we prefer to imitate the same paradigm as we taught. In addition we are fucused on the result and not on the precess, because teachers and families expect student to achieve great evaluation.At the end we would spend a lot of time to change, but we as teachers can make the difference. We have to change ourselves.hide

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I teach Literature, so in my opinion, the most challenging component is the first one, "real-word connection",  but  the challenge can be seen as an opportunity to make a better sense of reading.

An other challenging component to realize is assessment because in my country texts and examinations  are required so the students have formal assessments or texts frequently. However when we give space to discussion, research or critical thinking we always have good results. So assessment could not be very important.

At the end I think the most challenging components in PBL are core to learning and student driven, because  the teachers have to lead the students to deep learning of the subjects and the students have to develop the capacity of collaboration in the process of problem solving.

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1-Non-Googleable Question 1: “What does it mean to be a healthy eater?” Turn the question into a non-Googleable question.

Make an interview with your old relatives about their diet. Then compare the answers with the diet of your classmates and discuss the differences.
2-Non-Googleable Question 2: “How are airplane wings constructed?” Turn the question into a non-Googleable question

Could you built wings according to instructions of Leonardo Da vinci?

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2.1 Developping effective collaboration in my experience

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2.1 Developping effective collaboration in my experience

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This is a picture of one of the classroom I taught last year. This means for me collaboration because there are some discussion tables where the groups share their ideas, every student can bring his contribution to other members. The students are working together for a common purpose: to create a magazine on-line.

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In the school of my country, students do their work and receive their grade.  But I think this model isn’t useful for their future because  at  the workplace they will have to work on teams with others to accomplish tasks .

For this type of working they need  collaboration skills to work productively on a team and to share ideas into a coherent solution.

So sometimes I divided the classroom in small groups ( of three or four students) where everyone discuss the issue with others and gives each other feedback. No one works alone, no whole class discusses together.

They share responsibility because they are mutually responsible for their result.

For instance every student worked with a peer to develop magazine on-line using Joomag. The students shared responsibility for the development of the website.

In that situation the students made substantive decisions together because they shared the content, the process and the product .

Content:

Students used their knowledge about some texts of authors of the 14th century to select the content of their work together. In this way they decided together what the most important texts are;

Process:

Students  planned what they will do, when to do it, what tools they will use, or the roles and responsibilities of each other. They decided on their own workplan and roles on the team.

Product:

Students made fundamental decisions about  the nature of their product. They decided the type of magazine, they chose the photo and the songs  and wrote the articles.

The Students ’ work  must be interdependent so all students must participate.

The students planned together and took the work of all members into account of Joomag so that their product was completed together.

Everyone  was responsible for a task that he had to complete in order for the group to do its work. The role of each student  on the team is essential.

In the meantime: all students worked  together to produce the final product and discussed on the process, design.

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2.3 Effective collaboration for PBL inside the classroom

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2.3 Effective collaboration for PBL inside the classroom

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Last year I created with  my classroom an on-line magazine about the travel in the Literature of the 14th centuty. Every student worked with a peer to develop magazine on-line using Joomag. The students shared responsibility for the development of the website.

Students used their knowledge about some texts of authors of the 14th century to select the content of their work together. In this way they decided together what the most important texts are. They decided on their own workplan and roles on the team. They decided the type of magazine, they chose the photo and the songs  and wrote the articles.

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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In my school the collaboration from partners of the local community is an usual practice. In many occasions people are invited to come to school and join in different  activities: parents, cultural  or social organizations, professionals.

Often  we organize meetings with  professionals from different fields to share their experiences  and explain how to became very important  professionals .  For example we called  doctors, engineers, university teachers to discuss  about the studies, the qualifications and the opportunity the students  need in order to achieve their goals. The activities I like the most are the meetings with very important authors such as poets or novelists or journalists who talk with students about their books: in these occasions the students read the books, organize exhibition create presentation  and do interviews.

Since some years we join in a theatre festival with an local organization: students  from all Italy come to our town to show their exhibition: it is very exciting.

In addition in the high schools in Italy there is  an activity called "Alternanza Scuola Lavoro" (School-Work Experience) which necessarily involves some organizations  outside the school . These organizations gives to the students the opportunity to work for several hours and know directly the work world.

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I frequently use Padlet , Moodle, Kahoot, Edmodo and Socrative,  Fidenia, but I think I'll try Scratch.

This year I am using Google classroom : this  is a free Google app that lets educators create virtual classes, distribute assignments and send feedback. It is a good way to share documents too.

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I teach Latin Literature, so sometimes it is very difficult to capture attention of my students  because  they find this subject even farther from their world, their reality. In their opinion studying Latin is useless. They often are not interested in school and they are not keen on studying. Then I changed my method: I find topics and situations of the Latin literature that they could find in same songs or comics or modern novels .

In this way authors of ancient time became closer to their mentality  and their world.

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3.1: Scaffolding for Student Ownership and Independence

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3.1: Scaffolding for Student Ownership and Independence

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I think  we should find a balance between helping the students  and proving challenges  but  it's difficult because you need to know your students very well . We should have less students and spend with and for then more time to give them the specific help, suited to their needs and capabilities. At the same time I need to provide the right level of support . I think it is a very hard to achieve because we can easily fall out of balance.

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As teachers we can weaken our students’ motivation by telling them they are not capable, discouraging them or even shouting at them in front of the class. We should  stenghten the confidence and independence of our students .They are very insecure so   they need to be told that they are able to do wonderful things and they will do better. we have to encourage their participation, value each contribution and motivating improvement.  We should not reject students' ideas, even if they are not good.Take always the good part.  In addition we have to build a pleasant environment because the students have to be happy in order to learn .

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I think I will create a video about Galilei using some films  and works from this scientist. I will divide the class into groups and guide them if necessary.
https://v.gd/9PlXkS

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In Italy, in my school I can’t  assess students in any way I want: I have to use common evaluation grids for specific tests defined among teachers of common subjects. I often collaborate with my colleagues in order to  prepare common tests. Every  evaluation is based on some criteria such as attitude to school activities , personal participation, knowledge of topics. Sine a few years we do twice a year a standardized test in for some subjects: in this way we teachers can share planning of lessons and evaluation criteria. This is very useful to improve the quality of teaching. Sometimes  I involve the students in the assessment process, by evaluating their peers with the same rubrics I also use, because they learn to be critic whit their mates and themselves.

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I think a good way to know whether the students have learnt a concept or not is to ask them to explain it to someone else. In this way they learn to  speak clearly and become less shy but I often need to encourage them.  Another way is to ask two or three short questions at the beginning and at the end of the lesson. Sometimes I make them to build a conceptual map to summarize a text or some general ideas.

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I have been  using peer assessment since a few years and I find it very useful. I usually use at my class a criteria evaluation chart which  the humanistic department  of my school  elaborates  at the beginning of the year.   In this way the students  have a guide to express their comment.  I like to use self-evaluation methods because it make the students more critic not only of other persons but also with themselves.  They are fully involved in each other's works and understand how difficult is a right assessment.

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Your rubric ID # is: 2721834
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2721834&

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Hello everyone! I have never attended an online course in English, so I found some difficulties, because I don’t teach English .It was the first time I heard about PBL and I found it really helpful, very well structured and organized. I learned what is PBL, how to implement it, in addition I learned about many tools that I will use in my classrooms. The thing I like the most is the collaboration among all colleagues of all over the word. I'm very grateful also to the course moderators and  to the experts.  I look forward for another MOOC produced by the Teacher Academy. Thanks everyone!